Queensland University of Technology CRICOS No J Scholarship of teaching and learning Dr Margaret Lloyd Faculty of Education

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R Wiki

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R the scholarship of discovery the scholarship of integration the scholarship of application the scholarship of teaching. (Boyer, 1990)

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R For an activity to be designated as scholarship, it should manifest three key characteristics: 1.public 2.open to critical review and evaluation 3.accessible for exchange and use by other members of the scholarly community. (Shulman, 1998)

CRICOS No J a university for the world real R (Shulman, 1987)

CRICOS No J a university for the world real R EDAGOGY ONTENT NOWLEDGE PEDAGOGICAL CONTENT KNOWLEDGE

CRICOS No J a university for the world real R (Koehler & Mishra, 2008; Mishra & Koehler, 2006)

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R Teaching experience, highlighting successful approaches and strategies Innovations developed by yourself and/or colleagues Exploration of disciplinary and cross-disciplinary issues of concern Reviews of research and literature Undertaking structured educational research projects Use of new products and practices, spaces and technologies Reflection on educational theories, disciplinary assumptions, educational goals Student learning outcomes Areas of concern to your students

CRICOS No J a university for the world real R Higher Education Research and Development HERDSA Journal Publisher website

CRICOS No J a university for the world real R Critical thinking example… As a poster (HERDSA Conference, 2010)poster As an articlearticle Lloyd, M., &. Bahr, N. (2010). Thinking critically about critical thinking in higher education. International Journal for the Scholarship of Teaching and Learning, 4(2). Retrieved from: pdf pdf

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R Field, R. & Kift, S. (2010). Addressing the high levels of psychological distress in law student through intentional assessment and feedback design in the first year law curriculum. The International Journal of the First Year in Higher Education, 1(1),

CRICOS No J a university for the world real R Urbanic, R. J. (2011). Developing design and management skills for senior industrial engineering students. Journal of Learning Design, 4(3),

CRICOS No J a university for the world real R Selby, S. (2007). A pilot study investigating the use of action planning statements in tutoring clinical skills to second year medical students. Ergo, 1(1),

CRICOS No J a university for the world real R

CRICOS No J a university for the world real R (Booth et al., 2008) CLAIM REASON EVIDENCE ACKNOWLEDGE & RESPOND GENERAL PRINCIPLE (WARRANT) What reasons support the claim? What evidence support the reasons? Have alternatives, complications or objections been acknowledged? Has a response been given?

CRICOS No J a university for the world real R What is the research setting - course, participants, place or country? What problem is the article investigating? or What claims have the author(s) made? Have the author(s) positioned the problem in the literature? What methodology did the author(s) select? How was the study conducted? What were the findings from the study? Did the author provide a recommendation for teaching practice?

CRICOS No J a university for the world real R Scholarship properly communicated and critiqued serves as the building blocks for knowledge growth (Shulman, 1998, p. 5)

CRICOS No J a university for the world real R Booth, W. C., Colomb, G., & Williams, J. M. (2006). The Craft of Research (3 rd. ed.). Chicago, ILL: University of Chicago. Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, Shulman, L. (1998). Teacher portfolios: A theoretical activity. In N. Lyons (Ed.),With portfolio in hand: Validating the new teacher professionalism (pp ). New York: Teachers College Press. Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology, Handbook of Pedagogical Content Knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge/Taylor & Francis Group. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6),

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CRICOS No J a university for the world real R Wiki